In classes 1 and 2, you have learned about the history of assessment in education, and the technical aspects of normative assessments (i.e. central tendency measures, standard deviation).
Reflection:
Why do you think we need other, less formal, ways of assessing our students, especially those with disabilities on a day to day basis?
(CEC Knowledge and Skill Standards ICC8K8 & IGC8K4)
Take 5 minutes to add your response to this discussion area:
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Focus!
Academic performance is best measured on an ongoing basis. That way, if students misunderstand a concept, they receive the feedback necessary to understand academic concepts. There are many ways to obtain informal assessment information on your students' learning. We will learn about these today!
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
While you are reading this week's textbook chapter, jot down your answers to these focus questions in the discussion board below: 1. How is progress monitoring different from standardized assessments?
2. Why is it important to assess student knowledge both before, during, and after you teach them new content?
3. Can you think of ways in which you can monitor individual students? small groups of students? and whole classes?
4. Why is progress monitoring especially important for multi-tiered systems of supports?
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TASKS:
1. You should have already taken the Pre-test for this Module on the previous page.
2. Required Reading:
Chapter 6, Curriculum Based Assessment and Other Informal Measures in
Overton, T. (2012). Assessing learners with special needs: An applied approach (7th Ed.). Upper Saddle River, NJ: Pearson
While you are reading, jot down your responses to the Stop and Think Activities, and bring these with you to our next class.
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
3. Contribute to the Reflection Discussion Board (above)
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
4. Complete the Think Ahead section on pp.202-203 of your Overton text, and bring these with you to our face to face class next week.
5. Complete the Iris Module on Classroom Assessment AND ALL ACTIVITIES INCLUDED (allow 1-2 hours) by clicking here
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
7. Complete the Post test on the Module Assessment page here
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
The IRIS Center for Training Enhancements. (2004). Classroom assessment (part 1):An introduction to monitoring academic achievement in the classroom. Retrieved on November 17, 2013
from http://iris.peabody.vanderbilt.edu/module/gpm/
Review:
In classes 1 and 2, you have learned about the history of assessment in education, and the technical aspects of normative assessments (i.e. central tendency measures, standard deviation).
Reflection:
Why do you think we need other, less formal, ways of assessing our students, especially those with disabilities on a day to day basis?(CEC Knowledge and Skill Standards ICC8K8 & IGC8K4)
Take 5 minutes to add your response to this discussion area:
Subject
Author
Replies
Views
Last Message
No Comments
Focus!
Academic performance is best measured on an ongoing basis. That way, if students misunderstand a concept, they receive the feedback necessary to understand academic concepts. There are many ways to obtain informal assessment information on your students' learning. We will learn about these today!
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)
While you are reading this week's textbook chapter, jot down your answers to these focus questions in the discussion board below:
1. How is progress monitoring different from standardized assessments?
2. Why is it important to assess student knowledge both before, during, and after you teach them new content?
3. Can you think of ways in which you can monitor individual students? small groups of students? and whole classes?
4. Why is progress monitoring especially important for multi-tiered systems of supports?
TASKS:
1. You should have already taken the Pre-test for this Module on the previous page.
2. Required Reading:
Chapter 6, Curriculum Based Assessment and Other Informal Measures in
Overton, T. (2012). Assessing learners with special needs: An applied approach (7th Ed.). Upper Saddle River, NJ: Pearson
While you are reading, jot down your responses to the Stop and Think Activities, and bring these with you to our next class.
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)3. Contribute to the Reflection Discussion Board (above)
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)4. Complete the Think Ahead section on pp.202-203 of your Overton text, and bring these with you to our face to face class next week.
5. Complete the Iris Module on Classroom Assessment AND ALL ACTIVITIES INCLUDED (allow 1-2 hours) by clicking here
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)6. Complete the Module Assessment Page here
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)7. Complete the Post test on the Module Assessment page here
(CEC Knowledge and Skill Standards ICC8K1, ICC8K8, IGC8K4 & ICC8S2)The IRIS Center for Training Enhancements. (2004). Classroom assessment (part 1):An introduction to monitoring academic achievement in the classroom. Retrieved on November 17, 2013
from http://iris.peabody.vanderbilt.edu/module/gpm/